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Translator training power point march 2015
- 1. What You Need to Know to Translate for Houston ISD and Special Education Presenters: Isabel Marshall, Bilingual Evaluation Specialist Samora Davis, Bilingual Evaluation Specialist Joseph Evans, Special Education Chairperson Maricela Hinojosa, Special Education Chairperson/Teacher
- 2. Course Agenda Topic Focus Questions Welcome & Introductions Agenda & Outcomes Why is this training necessary? What will we learn? Family Educational Rights and Privacy Act (FERPA) Why is FERPA so important? What is Special Education? How do special education processes apply to adult students, parents, and translators? Translating for Evaluations What is an evaluation? What are some specific or key terms for translating evaluations? The Role of the Translator in the ARD/IEP Process What are the practices in the Houston ISD that ensure parents and adult students can understand and participate in an ARD/IEP meeting process? What are the best practices for translators in an ARD/IEP meeting? Translating for ARD/IEP meetings What is an ARD/IEP meeting? How is it different from other meetings with parents? What are some specific key terms for translating ARD/IEP meetings? Resources What are the resources used for this course? 2
- 3. During this course, you will learn: • Privacy rights of all students • Best practices for translating • Basics of how to successfully translate at Special Education, ARD/IEP, and related meetings 3
- 4. Course Objectives 4 Knowing the Special Education process Translating for evaluations Translating at ARD/IEP meetings Understanding FERPA
- 5. Why Are Translators Needed? • Houston ISD has over 100 languages spoken. • You are needed so that we can communicate effectively with parents and students in their native language. 5
- 6. Translation Opportunities • Community meetings • School functions • Informal parent- teacher meetings • Phone conferences • Testing sessions • Formal ARD/IEP meetings 6
- 7. Pre-Test What do you already know about translating for special education and other meetings? 7
- 9. What is FERPA? 9 • http://www.youtube.com/watch?v=nhlDkS8 hvMU
- 10. FERPA • FERPA applies to all schools that receive federal funding and gives rights to parents and eligible adult students who are 18 years or older. Parents and adult students have the right to inspect and review educational records maintained by the school. • Teachers, Houston ISD police officers, or the school principal also have the right to inspect and review educational records.
- 11. How Does FERPA Apply to You? • Student records must not be shared with people or organizations outside of your professional responsibility to the school district. • ARD/IEP and student evaluation information must not be shared with anyone outside of your professional responsibility to the school district. – For example, a teacher who has never taught the student or is currently not the teacher of record for this student must not receive information about the student’s disability, evaluation, or IEP.
- 12. Check for Understanding Which federal law protects the privacy of student educational records? A. IDEA 2014 B. FAPE C. FERPA D. ARD/IEP
- 13. Check for Understanding You are requested to translate a telephone conversation between the school and the parent of a 5th grader receiving special education. You served as the translator for this student’s ARD/IEP meeting several weeks ago. There was a disagreement between parent and teacher. You run into one of your friends at the grocery store who asks about your work week. What are you allowed to tell your friend? A. The name of the student and parent, and provide specific details of your various meetings. B. The specific details of phone conversations and provide the name of parents, but not students. C. Generalities related to your line of work, but never specific information such as the name of the school, or parent and student for whom you provided translation services.
- 14. Check for Understanding Which of the following would be able to access a student’s educational records? • A. School principal • B. Current math teacher • C. Houston ISD police • D. All of the above
- 16. Special Education Acronyms How many do you know? 16 IEP PALS BSP LEP LPAC ARD LSSP OCR SLP OSES PSI SLL
- 18. Who Receives Special Education? 18 Special education services are provided to meet the needs of students with mental, physical, emotional, behavioral and other disabilities. WHO? Individuals with Disabilities Education Act (IDEA), guarantees a free appropriate public education (FAPE) to students with disabilities and requires the IEP to include time and under which circumstances these students will participate with their non-disabled peers. IDEA
- 19. What is Different About Special Education? 19 Special Education Tailored instruction Enhances academic achievement Parents/Teachers work together Student strengths Student learns in his/her own way
- 20. Why is Special Education Needed? 20 • The Individuals with Disabilities Education Act of 2004 (IDEA) is the federal law that guides the special education process. Why is the student struggling? Are Special Education Services needed? Is there a disability?
- 21. 21 When families and schools work together improvement can be seen in: Student’s positive attitude toward school Improved social skills and behavior Increased likelihood that student will take more challenging classes and pass them
- 22. IDEA (Individuals with Disabilities Education Act) •Strongly supports family involvement in the overall education of students with disabilities - •Parents should be provided with meaningful opportunities to participate in their child’s educational experience both at home and school - •Having quality translators for families who speak languages other than English ensures active parental participation at each step of the educational process
- 23. Summary of Parental Rights Under IDEA Parents have the right to participate in meetings related to the evaluation, identification, and decisions regarding their child’s education. Parents have the right to participate in meetings related to a free appropriate public education (FAPE) for their child. Parents are entitled to be members of any group that decides whether their child is a “child with a disability” and can receive special education and related services. Parents are entitled to be members of the team that develops, reviews, and revises the child’s individualized education program (IEP). If the parent can attend the Admission, Review, Dismissal (ARD)/IEP meeting, the school must use other methods to ensure their participation, including individual or conference calls. The meeting should also be audio recorded if the parent speaks a language other than English, even if the parent is not in attendance.
- 24. What is an IEP? • IEP stands for Individualized Education Program. This legally binding written document spells out exactly what special education services a student will receive and why. • The annual IEP has nine required elements. • The individualized part of the IEP means that the plan is tailored specifically to the student’s individual special needs. 24
- 25. What Are Related Services? Occupational Therapy Physical Therapy Orientation and Mobility Counseling School Nurse Services Transportation 25
- 26. Who Attends the ARD/IEP Meeting? 26 Parents General and Special Education Teachers Administrator Evaluation Staff Related Services Professionals
- 27. How Does This Apply to You? • Without quality translators for families that speak languages others than English, parent participation is diminished. Quality translation is needed at every step of the ARD/IEP process. 27
- 28. Do I translate Even When the Parent is Not Present? • An audio recording of the ARD/IEP meeting (translated) shall contain all required elements of the IEP discussed during the meeting, even when a parent who speaks a language other than English is not present. • The parent can listen to the audio recording of what was discussed and what decisions were made. 28
- 29. Check for Understanding Which law provides guidance for schools and parents about special education and related services? A. FAPE B. ARD/IEP C. FERPA D. IDEA 29
- 30. Check for Understanding You have been requested to translate an ARD/IEP meeting. When you arrive at the school, the school tells you that the parent will not be attending the meeting. What action should you take with the school in response to the parent’s absence? A. Leave the school and thank them for their time. B. Stay, because ARD/IEP meetings must be translated and audio recorded when the parent speaks a language other than English; even if the parent is not present. C. Ask the school if you can assist them with translating another meeting. 30
- 32. What is an Evaluation? 32 Is there a disability? Are special education services needed? Was informed written parental consent obtained?
- 33. How Does This Apply to You? 33 The student will need to be evaluated in their native language and you may be asked to help the team of professionals with translating the tests used in the evaluation. You may also need to assist the team of professionals explain the results to the appropriate school staff and parents.
- 34. Levels of Translation for Evaluations 34 • Trained bilingual evaluation professionals fluent in the student’s native language using evaluation measures in the student’s two languages. Level 1 • Bilingual evaluation professional(s) fluent in the student’s native language, but using modified evaluation materials, translated tests, or tests with norming populations that are not representative of the student’s background. Level 2 • English-speaking evaluation professional(s) assisted by a trained bilingual ancillary examiner using standardized evaluation measures. Level 3
- 35. Levels of Translation for Evaluations Translators typically assist in Level 4 evaluations. In these cases, the district does not employ an evaluator who speaks the student’s native language and may not have testing materials in the student’s language. Level 4 evaluations can take place with the student or the student’s parents. • During Level 4 evaluations meet with the evaluator before the testing session. Review testing protocols and other materials that will be used during the testing session. • During the testing session, do not give positive or negative feedback based on the student’s responses. Defer to the evaluator on timing requirements and when to discontinue rules of the tests. • Following the testing, the evaluator may ask you to clarify responses to assist in scoring the tests. It is critically important to understand your knowledge of the student’s assessment process and that the information you gain during this process is protected under FERPA and must not be shared outside of your professional responsibility with the school district. 35 Level 4 English-speaking evaluation professional(s) assisted by a trained translator and using modified evaluation materials, translated tests, or tests with norming populations not representative of the student’s background, etc.
- 36. Levels of Translation for Evaluations 36 • Evaluation professional(s) using only nonverbal or performance intelligence evaluation materials for languages other than English or Spanish. Level 5
- 37. Check for Understanding You have been asked to translate a testing session for a student being considered for special education services. After translating one of the test questions, the student asked you to explain how to answer the question. What is the most appropriate way to respond to the student? A. Give the student a strategy to answer the question correctly. B. Defer to the evaluator for instructions on how to respond. C. Repeat the question and wait for the student to respond. 37
- 38. Sections of a Sample Evaluation Demographics Reason for Referral Sociological Communicative Health/Physical Emotional/ Behavioral Achievement/ Developmental Cognitive/ Adaptive Behavior Conclusions Final Determination Additional Supports and Services
- 40. 40
- 41. What We Do In Houston ISD To ensure adults students and parents fully understand ARD/IEP proceedings and are able to participate: • the translator must be trained as a Spanish language translator for Spanish ARD/IEP meetings. • the school must request a translator through the Translator Request form at least one week in advance to obtain a translator for ARD/IEP meetings in which the language is other than Spanish. 41
- 42. What We Do In Houston ISD To ensure adults students and parents fully understand ARD/IEP proceedings and are able to participate: • the Office of Special Education Services provides annual training, and retraining every three years, for school ARD/IEP meeting translators. • online and in-person training are also provided through e-Train for contract translators. 42
- 43. How We Ensure Parents Can Understand and Participate in ARD/IEP Meetings • If the parent’s/adult student's native language is Spanish, the district will provide an audio copy of the translated IEP meeting in Spanish, during which each section and each required element of the IEP is discussed, even if there are no changes to the sections – The audio copy of the meeting shall contain all required elements of the IEP discussed during the meeting. • If the parent’s/adult student's native language is a language other than Spanish, the district will make a good faith effort to provide the parent/adult student with an audio copy of the translated IEP meeting in their native language. 43
- 44. How We Ensure Parents Can Understand and Participate in ARD/IEP Meetings Follow a set agenda Establish Group Norms Start and end on time Assume goodwill Respect all ideas and opinions Honor confidentiality Focus on the student 44
- 45. How We Ensure Parents Can Understand and Participate in ARD/IEP Meetings School: Anywhere ElementaryStudent: Mary Marshall Date:3/1/15 Time: 8:30 a.m. – 11:30 a.m. Location: Room 100 Welcome, Introductions, Purpose, Establish Group Norms, and Review of Agenda: 8:30-8:35 Review of Full and Individual Evaluation (FIE) 8:35-9:05 Review of related service evaluations: 9:05-9:20 Review of Present Levels of Academic Performance and Functional Performance: 9:20-9:35 Review of Goals and Objectives including BSP and ESY: 9:35-10:05 Review of Schedule of Services: 10:05-10:15 Review of State Assessment: 10:15-10:35 Review of Transition: 10:35-10:55 Review of Autism Supplement: 10:55-11:15 Review of Deliberations: 11:15-11:25 Next Steps: 11:25-11:30 45 Sample Meeting Agenda
- 46. How We Ensure Parents Can Understand and Participate in ARD/IEP Meetings • All Prior Written Notices must be given to parents/adult student in their native language, unless it is clearly not feasible to do so. – If it is not feasible, the district will make a good faith effort to provide an oral translation to the parent/adult student. 46
- 47. How We Ensure Parents Can Understand and Participate in ARD/IEP Meetings • The audio equipment must be checked prior to the meeting. – placed next to the translator in order to obtain an audible recording. • The recording must be checked at the conclusion of the meeting to ensure that it is audible. – If it is not audible, a written translated copy of the IEP shall be provided to the parent/adult student, and – Digital recording is encouraged. 47
- 48. How We Ensure Parents Can Understand and Participate in ARD/IEP Meetings • A translated summary of the meeting does not meet the requirement of the regulation. – It is best practice to follow a set agenda – include all the required elements of the IEP • If each section of the IEP is not discussed and translated during the ARD/IEP meeting, the school shall provide a written translation of the IEP • A copy of the audio recording or the written translation must be maintained by the school for every ARD/IEP meeting. 48
- 49. Sample ARD/IEP Document and Mock ARD/IEP Meeting Introductions Purpose Information Reviewed & Considered Eligibility Develop IEP PLAAFP Goals & Objectives Supplementary Aids & Services Transition Planning Behavior Physical Competency Assistive Technology Communication Needs Individual Family Service Plan Autism BSP ELL Services Deaf or Hard of Hearing Blind or Visually Impaired Schedule of Services Student Assessment Educational Alternatives LREAssurances Placement Determination Deliberations
- 50. Best Practices for Translators Video – Part 1 50 • http://www.youtube.com/watch?v=3wg- qZjMhU4
- 51. Check for Understanding • Correct or Incorrect You are seated to the side and slightly behind the speaker. • Correct or Incorrect You use first person to translate the speaker’s statement. • Correct or Incorrect Side conversations should never be translated. • Correct or Incorrect Adding, omitting, or substituting information during translation should be avoided. • Correct or Incorrect After the speaker completes his or her statement, you say, “He says that …”. • Correct or Incorrect Side conversations should be rare and never exclude anyone. • Correct or Incorrect It is acceptable to change the intent of the speaker’s message. • Correct or Incorrect You are seated next to the speaker. 51
- 52. Best Practices for Translators Video – Part 2 52 • http://www.youtube.com/watch?v=9e_nIDJ V-Lk
- 53. Check for Understanding Why is clarifying important to you as the translator? a. Creates less disruption b. Provides a better flow c. Prevents exclusion d. All of the above True or False: Summarizing information is an appropriate technique when managing the translation session. True or False: Using the tone, style, and register of the speaker prevents confusion, instills confidence, and ensures accurate messages. 53
- 54. Bringing Closure to: What You Need to Know to Translate for Houston ISD and Special Education
- 55. Post-Test What do you know about special education now? 55
- 56. Questions? 56
- 57. References • A Guide to the Admission, Review and Dismissal Process. (March 2012). Division of Special Education Texas Education Agency. • Cuyás, A. (1972). Apleton’s New Cuyás Dictionary English-Spanish and Spanish-English. • Dictionary: The National Hispanic University San Jose, CA. • Diccionario Práctico de la Lengua Española (1998). Editorial Esparza, Madrid, España. • English: Practice-Hal Englewood, N.J. • Federal Register. Retrieved from: http://a257.g.akamaitech.net/7/257/2422/01jan20051800/edocket.access.gpo.gov/2005/pdf/05- 11804.pdf#search='federal%20registerspecial%20education'. • Figueroa R., Ruiz N., & Diaz-Guerrero R. (1982). The Bilingual Special Education • García-Pelayo y Gross, Ramón. Pequeño Larousse Ilustrado (1985). Ediciones Larousse. México, D.F. • Google Translate. Retrieved from: https://translate.google.com. • Houston ISD. Retrieved from: http://www.houstonisd.org. • Notice of Procedural Safeguards. (March 2013). Division of Special Education Texas Education Agency. • Region 4 Education Service Center. Retrieved from: www.esc4.net. • Spanish-English Dictionary. (1998). Merriam-Webster, Inc. Springfield, MA. • Sinónimos y Antónimos (1991). Ediciones Larousse, México, D.F. • The ARC of Texas. Retrieved from: www.thearcoftexas.org. • Texas Education Agency. Retrieved from: www.tea.state.tx.us. • Texas Project First. Retrieved from: www.texasprojectfirst.org. • School Guidelines Complete from http://www.houstonisd.org/Page/33269 57
- 58. Thank you Updated: 2014-2015 Presenters: Isabel Marshall, Bilingual Evaluation Specialist Samora Davis, Bilingual Evaluation Specialist Joseph Evans, Special Education Chairperson Maricela Hinojosa, Special Education Chairperson/Teacher
Editor's Notes
- Introduce yourselves (name, position, experience in education, Spanish language background) Welcome attendees and thank them for attending the training
- Say – Let’s take some time to review today’s course agenda.
- Say – During this course you will learn about the (a) privacy rights of all students, (b) best practices for translating, and (c) basics of how to successfully translate at Special Education, ARD/IEP, and related meetings.
- Say, see page 5 of the resource guide. Extend the explanation of what the participants will learn in this course. Solicit dialogue and discussion.
- Say - Houston ISD has over 100 languages spoken. This presents an opportunity for our district to provide translators as ambassadors in the special education process. You are needed so that we can communicate effectively with parents and students in their native language See resource guide page 6
- See resource guide page 6
- Allow attendees 10 minutes to take the pre-test. Do not review the responses. The responses will be reviewed throughout the training. Pass out separate sheet for responses.
- Say – Parent and student rights are also covered under the Family Educational Rights and Privacy Act also know as FERPA. We are going to watch a short video about FERPA, and afterwhich, further discuss it.
- Say – Let’s discuss what was reviewed in the video. Given that you have reviewed the video, consider the speed at which the Spanish was spoken. Consider how you will need speak when you are translating.
- Say – FERPA provides guidance on confidentiality and who can review the educational records of students. Let’s review. Refer to pages 7-10 in the resource guide
- Say – So, how does FERPA apply to you? Student records, ARD/IEP, and student evaluation information must not be shared with people or organizations outside of your professional responsibility to the school district. To do so, would be in direct contrast to FERPA. For additional information about FERPA, refer to the School Guidelines Complete at http://www.houstonisd.org/Page/33269 Refer to pages 16-17 in the resource guide
- 3. C. FERPA
- 4. C - Avoid disclosing specific information about conversations where you served as the translator. Do not provide the name of parent, student, nor the name of the school for which you provided interpretation.
- 5. D. All of the Above
- Say – We have mentioned special education several times, now let’s discuss special education in more detail. Refer to resource guide pages 10-14
- Briefly review Quick Reference Guide. – Review each acronym by asking attendees to explain each one.
- Say – Parents are offered a document titled, A Guide to the Admission, Review, and Dismissal Process and Notice of Procedural Safeguards to help them better understand the ARD/IEP process and their rights as a parent of a child who requires special education services. Take some time to browse your individual copies of the documents. Note: Provide a brief overview using the table of contents for these documents.
- Say – For a student to receive special education services they must need special education. The Individuals with Disabilities Education Act (IDEA) guarantees a free appropriate education (FAPE) to students with disabilities and requires the IEP to include time and under which circumstances these students will participate with their non-disabled peers. See resource guide page 11
- Say – There are some things that are specific to special education. Let’s take some time to address what this means and discuss what is different about special education.
- Say - When a student is having trouble in school, it’s important to find out why. The student may have a disability. By law, schools must provide special help to students with disabilities. This help is called special education. The Individuals with Disabilities Education Act of 2004 (IDEA) is the federal law that guides the special education process. See resource guide page 11
- Say – When families and schools work together improvement can be seen in many areas of the student’s life including: Student’s positive attitude toward school Increased likelihood that student will take more challenging classes and pass them Improved social skills and behavior
- Say – IDEA strongly supports family involvement in the overall education of students with disabilities. Parents should be provided with meaningful opportunities to participate in their child’s educational experience both at home and school. So, having quality translators for families who speak languages other than English ensures active parental participation at each step of the educational process
- Say – Let’s review what we have covered. Parental rights under the Individuals with Disabilities Education Act indicate that: Parents have the right to participate in meetings related to the evaluation, identification, and decisions regarding their child’s education Parents have the right to participate in meetings related to a free appropriate public education (FAPE) for their child Parents are entitled to be members of any group that decides whether their child is a “child with a disability” and can receive special education and related services. Parents are entitled to be members of the team that develops, reviews, and revises the child’s individualized education program (IEP). If the parent can attend the Admission, Review, Dismissal (ARD)/IEP meeting, the school must use other methods to ensure their participation, including individual or conference calls. The meeting should also be audio recorded if the parent speaks a language other than English, even if the parent is not in attendance.
- Say – the nine elements of an annual IEP include: Statement of present levels of academic achievement and functional performance; Measurable annual goals, including academic and functional goals; Statement of student’s progress will be measured and reports provided; Statement of the special education and related services and supplementary aids and services to be provided; Explanation of the extent, if any, to which the student will not participate with nondisabled students in the regular class; Statement of any individual accommodations that are necessary to measure the academic achievement and functional performance of the student on State and districtwide assessments; The projected date for the beginning of the services and modifications, and the anticipated frequency, location, and duration of those services and modifications; and a statement of the program modifications or supports for school personnel that will be provided; Statements about what transition services (including courses of study) are needed to assist the student in reaching post-secondary goals designed to help youth with disabilities prepare for life after high school. Measurable postsecondary goals must be based upon age-appropriate transition assessments related to training, education, employment, and, where appropriate, independent living skills. Statement that the student has been informed of the rights that will transfer to the student on reaching the age of majority.
- Say – The purpose of related services is to support the students so that they benefit from their education. Related services include but are not limited to occupational therapy, physical therapy, orientation and mobility, social work services, counseling, school nurse services, transportation, and music therapy. See resource guide pages 56-57
- Say – the required members of the ARD/IEP committee may not be all of the people who are invited to the meeting. First let’s look at who are the required members: student’s parents, special education teacher, general education teacher, and school administrator (i.e., principal, assistant principal), and adult student. Other members that may be required can include the: speech therapist, occupational therapist, physical therapist, psychologist, or diagnostician/evaluation specialist may also attend the meeting if their expertise is required, or their service is discussed. Parents and adult students can also invite people to the meeting who have expertise in a particular area that will be addressed or to even provide another perspective about the student. See resource guide page 11
- Say – So, how does this apply to you. Your role as a translator is important because without quality translators for families that speak languages others than English, parent participation is diminished. And, quality translation is needed at every step of the ARD/IEP process. See resource guide page 12
- Say – There will be times when a parent is not available to attend the ARD/IEP meeting. In these cases, an audio recording of the ARD/IEP meeting (translated) shall contain all required elements of the IEP discussed during the meeting. This audio recording is important because the parent can listen to the audio recording of what was discussed and what decisions were made. See resource guide page 11
- Say – It’s time to check for understanding.
- See resource guide pages 18 -19
- Say – There will be times when you may have to translate for evaluations. We will discuss what that process will entail. Refer to resource guide pages 18-44
- Say, First, what is an evaluation? An evaluation is an essential beginning step in the special education process for a student with a disability. Before a student can receive special education and related services for the first time, a student must be evaluated by a team of professionals to see if the student has a disability and is eligible for special education. Parents must agree to the evaluation after fully understanding the process. Parental consent must be obtained before this evaluation can begin. There are clear requirements in IDEA about this process. See resource guide pages 21-40
- Say – How does this apply to you? Well, you may be asked to help the team of professionals with translating the tests used in the evaluation. Evaluations conducted in the student’s native language occur at different levels, and you may also be needed to assist the team of professionals with explaining the results to the school and parents. See pp. 19-20
- Say – There are different levels in the evaluation process. Let’s discuss each level. Refer to pages 19-20 in the resource guide
- See resource guide pages 19-20
- See resource guide pages 19-20
- Say - It’s time to check for understanding.
- Say – we are going to complete an activity related to the cognitive and achievement sections of the evaluation. Look at the sample provided and translate it. Answer questions as you review each section.
- Say, you will more likely translate at ARD/IEP meetings. - Refer to pages 45-62 in resource guide
- Say: In terms of the best practices, translators need to know What We Do In Houston ISD: Schools must ensure that adult students and parents fully understand ARD/IEP proceedings and are able to participate in any discussions related to their educational placement or that of their child. For Spanish translation of the ARD/IEP meeting, the translator must be trained as a Spanish language translator. For languages other than Spanish, the school must request a translator through the Translator Request form at least one week in advance to obtain an appropriately trained translator.
- What We Do In Houston ISD Say - The Office of Special Education Services provides annual training, and retraining every three years, for school ARD/IEP translators. Online and in-person training are also provided through e-train for contract translators.
- Say – If the parent’s/adult student's native language is Spanish, the district will provide an audio copy of the translated IEP meeting in Spanish, during which each section and each required element of the IEP is discussed, even if there are no changes to the sections The audio copy of the meeting shall contain all required elements of the IEP discussed during the meeting. If the parent’s/adult student's native language is a language other than Spanish, the district will make a good faith effort to provide the parent/adult student with an audio copy of the translated IEP meeting in their native language. There are nine elements of the IEP for students who are 14 years of age or older. The nine elements will be discussed in greater detail later in this training session.
- Say – In summarizing the best practices, the following apply: Follow a set agenda Establish Group Norms Start and end on time Assume goodwill Respect all ideas and opinions Honor confidentiality Focus on the student
- Say – here is an example of an agenda for an IEP ARD/IEP meeting that addresses only five of the nine required elements of an annual IEP (for a student who has reached the age of 14, wherein transition is addressed). Discussion only the five elements is permissible and appropriate since this is not an annual ARD/IEP meeting but one to address evaluation results and to determine what additional services and goal and objectives, if any, are needed for the student.
- Say - All Prior Written Notices, including the Notice of Proposal or Refusal, must be given to parents/adult student in their native language, unless it is clearly not feasible to do so. If it is not feasible to provide a Prior Written Notice in the parent's/adult student's native language, the district will make a good faith effort to provide an oral translation to the parent/adult student.
- Say - The audio equipment must be checked prior to the meeting, and placed next to the translator in order to obtain an audible recording. The recording must be checked at the conclusion of the meeting to ensure that it is audible. If it is not audible, a written translated copy of the IEP shall be provided to the parent/adult student. Digital recording is encouraged.
- Say - A translated summary of the meeting does not meet the requirement of the regulation. It is best practice to follow a set agenda including all the required elements of the IEP. In the event that each section of the IEP is not discussed and translated during the ARD/IEP meeting, the school shall provide a written translation of the IEP to the parent/adult student. A copy of the audio recording or the written translation must be maintained by the school for every ARD/IEP meeting.
- Say – we are going to complete an activity related to participating in a Mock ARD/IEP meeting. We will switch roles as we address sections of the ARD/IEP document.
- Say – we are now going to view the first of two videos that address best practices for translators. Pay close attention because there will be opportunities for you to share what you understand. We will pause periodically to emphasize and asks questions about specific techniques, Specifically, are the techniques correct or in-correct. Note: Pause after each section to discuss the Correct and Incorrect Techniques. - Refer to page 8 in the resource guide
- Say – It’s time to check to see how much you understand about what we have covered so far. Note: Review the responses and answer any questions.
- Say – we are now going to view the second of two videos that address best practices for translators. Pay close attention because there will be opportunities for you to share what you understand. We will pause periodically to emphasize and asks questions about the positive and negative aspects of this interpreting session. Note: Pause the video after each section to discuss. Discuss key point from the previous two slides that relate to this video. - Refer to page 8 in the resource guide
- Say – Let’s review your responses and if you have any questions we can address them now.
- -State that best practices for translators will be shared throughout the presentation
- Say – Now its time to see how more you know from the time you took the pre-test until now. Note: Allow attendees 10 minutes to take the post test. Pass out separate sheet. Do not review the responses. Each question will be reviewed throughout the presentation.
- Say – this is the time when you can freely ask question and receive responses related to translating. Note: Respond to attendees questions.
- Say - Thank you all for your participation.